Musings about Assessments and things

I recently read a great post by another SLP, Tatyana Elleseff, over at Smart Speech Therapy LLC.

I strongly recommend that you go read it. It’s a great post about WHY she does what she does, and why some parents (and schools) request her to do it. Intrigued yet? What are you waiting for – go read it. It’s titled: Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know.

Tatyana’s post gave me some pause for thought…and then of course I had to follow the rabbit trail my mind seems to take sometimes. Ultimately, I came away with some questions and deep thoughts about our profession.  Continue reading

How does your articulation assessment measure up?

It’s hard to believe it’s March…and time for Research Tuesday (again!). I remember being in grad school (or maybe undergrad) and doing a group project on articulation assessments. We were split into groups (or we split ourselves into groups, I don’t remember), and we were required to study an assigned articulation assessment, determine validity, specificity, etc… and critique the administration, picture stimuli, results, etc. It was an interesting assignment. I remember making the power point for it, and I remember talking with the Dean of the department and telling him I wanted to update the test we had (it was horribly out of date), and he said that’d be a great thesis or dissertation project. LOL. Too bad, I can’t remember the name of the test now (I could go look it up, but it’d take too much energy.)

Anyway…When I came upon today’s article, it reminded me of that assignment…and I thought it was important to review. So, without further adieu I bring you Research Tuesday! Continue reading

Adventures in Assessment

Almost everyone is familiar with the need to assessment for eligibility for special education. Some areas require 1.5 or 2 standard deviations below the norm. Some areas require as little as a discrepancy between scores and the SLP’s recommendation. Assessments can take as little as a half-hour to as long as 10 hours and are completely dependent on the student and the assessments required. For instance, in my school, a student who is being considered for a learning disorder would most likely under go an ability test (1-2 hours), an achievement test (1-3 hours), and language testing (2-4 hours). Of course, it would be broken up over several days, but it is still a significant number of hours missed from the classroom instruction. Just language testing alone with no need for achievement testing can be time-consuming.

In the states, students receiving special education must undergo a comprehensive evaluation every three years.

Or do they?

Continue reading